scholarly journals Library Anxiety among the First-Year Undergraduate, Master’s, and Doctoral Students at Universitas Gadjah Mada

2021 ◽  
Vol 7 (1) ◽  
pp. 92-111
Author(s):  
Zulfa Avidiansyah ◽  
Nunung Prajarto ◽  
Ida Fajar Priyanto
Keyword(s):  
Doctoral Students ◽  
Doctoral Program ◽  
Anxiety Level ◽  
First Year ◽  
Library Services ◽  
Master Program ◽  
First Year Students ◽  
Factors Affecting ◽  
Library Anxiety ◽  
Significant Difference

Background of the study: As a unit in a University, library has a role to help users by providing library services, especially for the first-year students who are accepted in large numbers each year. The large number of admitted first-year students need attention from university, especially library, by conducting socialization activity to reduce library anxiety. There are still many first-year students feel anxiety in themselves. Purpose: This study aims to measure the first-year student’s anxiety level in and to compare anxiety level of students who participate and do not participate in library services socialization, between levels, factors, and between groups of external and internal factors that affect the anxiety level of first-year students. Method: This study used a quantitative approach by using survey research method. There were 336 respondents that involved in this study; 236 respondents from undergraduate program, 87 respondents from master program, and 13 respondents from doctoral program. This study used convenience sampling to collect the data and SPSS 25 to analyze the data. Findings: The results of this study indicate that the first-year students have low anxiety level. Conclusion: There is a significant difference between students who participated and those who did not participate in socialization activity; they have different library anxiety level at all levels; There is a significant difference between the factors affecting anxiety level of first-year students; There is no

scholarly journals Users’ Satisfaction With Tun Hussein Onn Library (THOL) Services

2018 ◽  
Vol 8 (3) ◽  
pp. 165
Author(s):  
Mohd Shamsul Mohd Shoid ◽  
Khairunnisa Rubian ◽  
Noor Harun Abdul Karim ◽  
Norliya Ahmad Kassim
Keyword(s):  
University Students ◽  
User Satisfaction ◽  
Target Population ◽  
Emotional Reaction ◽  
Mean Difference ◽  
First Year ◽  
Library Services ◽  
First Year Students ◽  
Significant Difference ◽  
Second Year

User Satisfaction is defined as a personal emotional reaction to services or products provided by the company or institution. In order to allocate better services and resources, it would be important to the library management to identify students’ priorities among various services quality. Hence, the purpose of the study was to explore the perceptions regarding users’ satisfaction and users’ loyalty on Tun Hussein Onn Library (THOL) library services among Sunway University students. The target population for this study was 250 from both undergraduate and postgraduate students from several courses and year of study. One hundred and eighty (72%) of the questionnaires were returned and useable for further analysis. From the findings, the results of running an independent sample t-test were found to be not statistically significant difference regarding users’ satisfaction and users’ loyalty towards Tun Hussein Onn Library services between male and female. Besides, The results of running a One-Way ANOVA showed that there was a statistically significant mean difference between first year students, second year students and those in third year and above with regard to their scores on users’ satisfaction. In addition, the results also showed that there was a statistically significant mean difference between first year students, second year students and those in third year and above with regard to their scores on users’ loyalty. However, there was no statistically mean difference between pre-university student, diploma level and baccalaureate level students with regards to their score on users’ satisfaction dimension. Besides, the results also showed that there was no statistically mean difference between pre-university students, diploma level and baccalaureate level students with regards to their scores on users’ loyalty dimension. The outcome of the study is expected to assist the library in order to meet the user satisfaction in using library services.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals Study On The Use Of Oral Drills And Role-Play Method In Improving Students’ Interactive Speaking Achievement

2017 ◽  
Vol 2 (1) ◽  
pp. 24-45
Author(s):  
Kelvri L. Sinambela ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Experimental Method ◽  
Quantitative Research ◽  
Role Play ◽  
P Value ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study examines whether the use of Oral Drills and Role-Play method could improve students’ interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (Oral Drill and Role-Play Method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p Value (Sig.) ≤ 􀟙 (0.05) then HA is accepted and H0 is rejected and If p Value (Sig.) ≥ 􀟙 (0.05) then H0 is accepted and HA is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students’ interactive speaking achievement after using oral drills and role-play method.   Keywords: Interactive Speaking, Oral Drills, Role-Play Method

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals THE EFFECT OF BLINDFOLD GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMP NEGERI 13 KENDARI

2020 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Andi An-Nisaa Arfin ◽  
Kamaluddin Kamaluddin ◽  
Wa Ode Fatmawati
Keyword(s):  
Junior High School ◽  
Alternative Hypothesis ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Comparison Research ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Vocabulary Achievement

The purpose of conducting this research is to examine the difference NGain scores between students who learn vocabulary with Blindfold Game and students who learn vocabulary without Blindfold Game at the first year students of SMP Negeri 13 Kendari. The samples of this research are the first grade four (VII-4) and the first grade three (VII-3) which consists of 27 students for each class. This research is conducted in comparison research design that consists of experimental class (VII-4) and controll class (VII-3). The data of this research are collected by giving pre-test and post-test in two classes (VII-4 & VII-3). The result shows that there is an improvement of the students’ vocabulary achievement. Independent samples t-test shows that, there is a significant difference in the Ngain scores for experimental class ( M = 60.08,  SD = 9.36 ) and controll class ( M = 20.41, SD = 14.56 ), t (52) = 11.904, p (0.000) < 0.05. Therefore, it can be concluded that the value of Sig (2 tailed) is lower than the significance α value (0.000 < 0.05). In other words, alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that the Blindfold game can enrich students’ vocabulary achievement for Junior High School Student.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Factors Affecting Academic Self-Efficacy and Academic Self-handicapping Behaviors in Doctoral Students

10.28945/4414 ◽  
2019 ◽  
Vol 14 ◽  
pp. 637-649
Author(s):  
Anique A Falconer ◽  
Borivoje-Boris Djokic
Keyword(s):  
Socioeconomic Status ◽  
Factor Analysis ◽  
Student Retention ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Psychological Factors ◽  
Doctoral Program ◽  
Future Research ◽  
Factors Affecting ◽  
Academic Self Efficacy

Aim/Purpose: The purpose of this study was to determine to which degree age, race, and Socioeconomic Status (SES) influence academic self-efficacy and academic self-handicapping behaviors in doctoral. Background: Across all disciplines, more than 50% of students who begin a doctoral program do not persist to graduation. Although the issue of student retention and psychological factors have been proffered, much attention has not been placed on this relationship. Past researchers have focused primarily on academic-related, student-related, institutional, and financial factors. Methodology: A quantitative study was conducted, using the exploratory factor analysis. One-hundred and sixty-five participants, of legal age, who had completed at least one semester of a doctoral program, were involved in this current study. Contribution: The findings from this study increase the empirical evidence reported on the scarce literature on student retention and psychological factors in doctoral students. Findings: The factor analysis test did not show a statistically significance between the dependent variables -academic self-efficacy and academic self-handicapping- and any of the independent variables – gender, race, age, and socioeconomic status. Recommendations for Practitioners: Higher education leaders should make a proactive effort to understand the issue of student retention from a psychological perspective and make implementations to reduce these problems for doctoral students. Recommendation for Researchers: Future researchers should explore in-depth psychological variables that contribute to the high attrition rates in doctoral students. Impact on Society: A better understanding of the factors affecting the cognitive strategies and self-constructs of doctoral students could provide those working in academia with a better understanding of the problem and increase awareness at a societal level. Future Research: It is recommended that future research be carried using a mixed methods approach to offset the limitations found in the quantitative strand and gain thick, rich data from the qualitative strand.

scholarly journals DIFFERENCES IN LANGUAGE SKILLS FIRST GRADE STUDENTS IN RELATION TO THE LENGTH OF ATTENDING KINDERGARTEN

2016 ◽  
Vol 6 (2) ◽  
pp. 8-14
Author(s):  
Leila Begić ◽  
◽  
Mirela Duranovića ◽  
Karagić Samrab ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Bosnia And Herzegovina ◽  
Language Skills ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Linguistic Development ◽  
School Year ◽  
Development Period ◽  
Significant Difference

Aim of this research was to examine differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten. In research, sample of surveyed students consisted of 190 first year students in elementary schools, both genders and ages between 72 and 89 months. The research was conducted in elementary schools on the territory of municipality Maglaj in Bosnia and Herzegovina. Results of this research have shown that during the evaluation of differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten, there is statistically significant difference in grammatical variable that describes morphological completion. Children that attended kindergarten more than three school years, showed statistically better results with recognition abilities, understanding and usage of common morphological forms of Bosnian language, compared to children who attended kindergarten only for legally obliging preschool time (minimal 150 hours during one school year). We have to point out that respondents who attended kindergarten more than three school years showed better results in almost every variable that describes linguistic abilities but obtained difference did not appear as statistically significant. Professionals who deal with education and rehabilitation of children in development period should educate and stimulate parents to enroll their children in kindergarten in order to stimulate their speaking - linguistic development and other areas that children are developing in.

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